I am amazed that they put all of this up online! 80+ presentations that have been recorded in a variety of ways, from the 2011 conference. Take a browse through - there is bound to be something you're interested in finding out something more about.
"Teachers can use digital storytelling as a teaching tool in the classroom. This page addresses how to best utilize software such as Photo Story 3 in ESL or foreign language classrooms."
Facebook is blocked at my school, and an educator there (not me, thank heavens) just had their (sorry about this pronoun) FB page hacked w/a very graphic sex video seen by all the kids and parents who were person's friend, but nonetheless there are reasons to use it with students.
Did you know that they archive the summaries for #langchat (Twitter hashtag)? Here they are in a wiki. So if you miss the chat session, you can read it all here later...
But “being safe” shouldn’t mean missing out on a key opportunity to engage the community.
Facebook is an excellent opportunity for a school to connect with families and share information rapidly. If a school is consistent in keeping the information updated and accurate, students and families will likely come to rely on the Facebook Page as a resource to find information about what’s going on at the school.
For those that are interested in knowing a step-by-step process in setting up a facebook account for your school district. Article talks about all of the different things that one must think about when setting up a site.
Downloadable educator's guide by Linda Fogg Phillips, written at Facebook's request. The homepage says:
"Our commitment to you is to provide an easy way to stay updated as changes occur with Facebook. We created this website to do just that, in addition to providing you with even more insights, guidance, and resources."
but that still doesn't tell me much about what's in the guide...
Lingro.com: No need to look up words in the dictionary or with an online translator with this useful translation website. Enter a website address and you'll be taken to a Lingro supported version of the page where every word is clickable. Click on a word to see its definition.
This may seem obvious, but judging by the notices we have received, many teachers (and especially students) are under the impression that if it is on the web, then it is up for grabs.
This is protocol in my classroom-they may as well learn it right the first time rather than the hard way later. When using Google images: go all the way to the cog wheel pull down on the right side of the toolbar; 2) go down to Advance Search; 3) inside Advanced Image Search, all the way at the bottom is a pulldown for usage rights, select "free to use or share" or, if you need to alter the image in anyway "fee to use share or modify."
That is, in some cases, if an image, text, video, etc. is being used for educational purposes, there might be more flexible copyright rules.
Just yesterday I was watching a webinar from a national organization, and on one of the PowerPoint pages I saw a picture of one of my district's students with his PE teacher. I was shocked and wondered how it came to be in this webinar. I can only guess that there was a newpaper article with this picture in the local paper, and that put it out there on the web, and it was found and inserted into this PowerPoint. I also thought it was pretty cool - one of ours in something like that. It was crazy just happening upon it like I did though.
But make sure to check specific copyright restrictions before uploading anything you’ve scanned to the web!
This is a biggie! I know of some teachers who upload all their homework handouts in .pdf format. I can think of only one who might have asked permission to do so. But, why bother buying that textbook's workbook if I can download it from another district for free. I can certainly see publishers having issue with that.
This answers my earlier question about using a video in eduCanon. Seemed really wrong to do that, but guess it is understood when you upload if you allow others to borrow, they will.
I guess that's why on some music videos, there is a statement that there is no ownership in the content? I don't know. I also bookmarked this article as I know I will need it as time goes on.
Record an audio welcome message and put it on your blog (or wiki or web page.)
Elementary students can practice their oral reading skills. You could even post them on your blog for parents and grandparents to hear.
Each day have one student record “what we did in school today” and post it on your blog.
Students in a foreign language class could record words or phrases and then email them to their teacher.
Left your students with a substitute? Record a message to encourage your students to be on their best behavior!
I used Vocaroo this week-- a simple app and easy to use that can fulfill a variety of needs for the classroom. I thought I could share some here with you...I am drawn to the second point about practicing and recording reading out loud. This past year with my elementary students, I found a great need to improve their understanding of sounds in Spanish, as well as building their confidence as "speakers" of the language. This gives me an opportunity to work on this issue further this upcoming year.
Resources
The following publications, Web sites, and listservs offer additional information
about creating Web-based language learning activities. This Resource Guide
concludes with an annotated bibliography of ERIC documents on this topic.
Posted by Kara Parker on April 17, 2017 in 3 Activities, Interpretive Reading, Reading, Techy Stuff, What's New
Highlighting is one of my top go-to interpretive reading activities. Today I will review an app for Apple devices and Chrome. Let’s see how highlighting can go digital!
I blogged about this “Highlight Away” activity before… It was Idea #71 in 2012! If you haven’t read it, take a minute to see where this idea started.
Why I love highlighting…
It gives a focus while reading
It takes away the frustration of “not knowing every word” (adjust the task, not the text)
It preps them to summarize
It preps them to discuss the reading
No comprehension questions needed (low teacher prep)
It lets them figure out the meaning and learn new words in context
It shows comprehension without translating
Here are a few examples of highlighting activities we’ve done in lessons:
This is a great idea - they could also highlight in an app like Notability if you use that
s in the Street Art unit. They were reading opinions about graffiti before they gave their opinion. It was awesome seeing how this activity gave them so many solid reasons that support their opinions.
template for you to adapt and use if you are doing the activity with highlighters and printed articles. Copy and paste the image to your preferred program (Word, PowerPoint, Pages, Keynote, etc). Add text boxes over the image to create your categories.